In this lesson, students explore the concept of exclusion on personal and societal levels. After participating in an exercise in which they experience the effects of inclusion/exclusion in a social situation, students do reflective writing in response to historical photographs depicting the exclusion of various groups in society. In the final part of the lesson, students identify ways in which LGBT people are currently excluded from societal institutions, listen to interviews of LGBT people describing their experiences with discrimination and create portraits of the interview subjects that reflect what they have learned.
This lesson seeks to explore how the industrial revolution changed perceptions of gender roles during the Victorian era. This lesson also seeks to have students observe changes and continuities over time in regards to gender roles in the United States.
This lesson explores the ways in which LGBT people, events and issues have been made invisible in mainstream accounts of history. In the first half of the lesson, students reflect on excerpts from Ralph Ellison’s Invisible Man to explore the impact of invisibility on people and as a jumping off point for researching how different groups have been historically marginalized in society. In the second part of the lesson, students participate in a history matching game and listen to LGBT oral histories that increase their awareness of significant LGBT people and events, and the ways in which these topics have been erased from the historical record.
The film tells an inspiring story of a young gay man who took a stand against the bullying he experienced in school. It is designed to create empathy for victims and to encourage others to take action.
In this lesson, students learn to access, study and compare primary-source documents, to research and organize information and to plan, organize and execute a live performance.
The goal of this lesson is to contribute to making classrooms and schools more safe and welcoming for all students—including LGBQ students and increase students’ understanding of and empathy for how homophobia manifests itself in schools and society. Middle and high school students will have the opportunity to learn more about what homophobia and heterosexism are and how they manifest themselves, read an essay about being an ally and discuss ways they can be an ally, including actions they can take on behalf of their school or community.
This lesson provides an opportunity for middle and high school students to understand the Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act, learn about how hate escalates, connect the understanding of the escalation of hate with Matthew Shepard and James Byrd Jr.’s murders and consider what young people can do in their schools and communities to prevent hate crimes.
Janet Miller, a teacher at Hoover Middle School, was blown away by district-wide statistics that revealed the risk of violence that transgender youth experience. Moved by the statistics, Miller stated to her colleagues that it was their responsibility to create a safe learning environment for ALL students and that any type of discrimination should not be tolerated.
A Place in the Middle is the true story of Ho'onani, a remarkable eleven year old girl who dreams of leading the hula troupe at her inner-city Honolulu school. The only trouble is that the group is just for boys. She's fortunate that her teacher understands first-hand what it's like to be “in the middle” - the Native Hawaiian tradition of embracing both male and female spirit. As student and teacher prepare for a climactic end-of-year performance, together they set out to prove that what matters most is what’s inside a person’s heart and mind.
While the battles of World War I primarily took part in Europe, the effects of the war reached around the world. Men, women, and children experienced the consequences of the conflict. Men volunteered or were conscripted into the military to fight on the battlefields. The success of each side’s military required not only manpower, but weapons, food, and supplies. These materials had to be produced at home or in the colonies, which required women to take on duties that were not considered feminine roles, such as working in factories and farming. Because entire societies were mobilized to support the war effort, World War I is considered a total war.